Abstract

Abstract: The purpose of this paper is to qualitatively examine the relationship between a problem‑based learning context, authentic assessment and the role of community in fostering learning in digital contexts. The authors used Digital Moments to crea
te a meaningful learning environment and build the online class community. They then collaboratively developed assessment strategies and tools with students following problem‑based learning methodologies. Given that the pace of information is rapid and c
hanging, the authors argue that online learning must occur in a context that embraces these three concepts 1. Students must be empowered through PBL to choose real world tasks to demonstrate their knowledge, 2. Students are allowed to choose the modality
to represent that knowledge and participate in designing the tools for assessing that knowledge and 3. They do so in a supportive online community built through the sharing of Digital Moments. The paper chronicles the interconnection between problem ba
sed learning, authentic real world assessment tasks and a supportive online community. This resulted in developing learner autonomy, improving student engagement and motivation, greater use of meaningful self and peer assessments and shared development o
f collective knowledge.. Further to this, it builds a foundation from which authentic assessment, student ownership of learning and peer support can occur in an ongoing way as learners make the important shifts in power to owning their learning and becomi
ng problem‑based inquirers in future courses. As a result, in order to fully embrace the online learning environment, we cannot limit ourselves to simple text based measures of student achievement. Stepping into this brave new world requires innovation,
creativity and tenacity, and the courage to accept that as the nature of knowledge has evolved in the digital landscape, so must our means of assessing it.

Abstract

Abstract: This paper reports on a study carried out at a University of Technology, South Africa, aimed at identifying the existence of the mathematical knowledge gap and evaluating the intervention designed to bridge the knowledge gap amongst students stu
dying first year mathematics at the Chemical Engineering Extended Curriculum Program (ECP). In this study, a pre‑test was used as a diagnostic test to test incoming Chemical Engineering students, with the aim of identifying the mathematical knowledge ga
p, and to provide students with support in their starting level of mathematical knowledge and skills. After the diagnostic test, an intervention called the autumn school was organized to provide support to bridge the mathematical knowledge gap identified.
A closed Facebook group served as a platform for providing student support after school hours. After the autumn school, a post‑test was administered to measure whether there was an improvement in the knowledge gap. Both quantitative and qualitative metho
ds of collecting data were used in this study. A pre‑test was used to identify the mathematical knowledge gap, while a post‑test was employed to measure whether there was a decrease in the knowledge gap after the intervention. Focus group interviews were
carried out with the students to elicit their opinions on whether the intervention was of any help for them. Students participation on Facebook in terms of student post, post comments and likes and an evaluation of students academic performance in comp
arison to their Facebook individual participation was also conducted. Quantitative data was analysed using descriptive statistics, while qualitative data was analysed using inductive strategy. Results showed that all the students in this study had the mat
hematical knowledge gap as no student in the class scored 50% on the overall pre‑test. Findings further revealed that the intervention played a major role in alleviating the mathematical knowledge gap from some of the students (with 1/3 of the students s
coring 50% and above in the post‑test) and no positive correlation between students academic performance on the post‑test and students participation in the Facebook group was noted. We hope that insights generated in this study will be of help to other
institutions looking into designing interventions for bridging the knowledge gap. Reasons for lack of improvement in the knowledge gap of 2/3 of the students in this class will be highlighted.

Abstract

Abstract: Current debates on quality standards in education often look to the levels of an increasingly diverse array of literacies as a measure of that standard. At the same time, while mobile technologies are profoundly changing the way we live, communi
cate and learn in our everyday lives, relatively little seems to be known about their potential to influence even basic literacy in formal education sites. Examining the use of practical and affordable emerging technologies in many countries worldwide whe
re literacy rates are an issue, seems as yet to have been overlooked. Considering the implication of multiple literacy and communication skills to economic and cultural development and stability in emerging countries and increasingly in developed ones as
well, finding immediate answers to challenges in this area is critical. This paper reports on a longitudinal study that examined the power of e‑readers to support change in the literacy habits and ultimately the learning cultures of a group of English as
a foreign language (EFL) teachers‑in‑training in Chile. The aim of the study was to determine if access to low‑cost mobile readers and a social‑learning driven, technology‑supported, guided reading program, could reverse their literacy challenges. The s
tudy is based on social‑cultural theory in which learner agency, access to funds of knowledge and social interaction are imperative ingredients for developing engaged, life‑long learners and readers. Participatory Action Research (PAR) is used to condu
ct the inquiry. Working within a qualitative research paradigm, ethnographic tools and numerical data from pre‑ and post‑test results, helped to uncover how the use of technology influenced both the literacy practices and identities of the teachers‑in‑tra
ining. The findings have led to the proposal of a new 21st century model for literacy education for such challenging contexts. This model could have important implications for Chile as well as learners, educators and policy makers elsewhere.

Abstract

Abstract: The paper explores the role of Open Access (in licensing, publishing and sharing research data) and Open Educational Resources within Distance Education, with a focus on the context of the University of London International Programmes. We repo
rt on a case study where data were gathered from librarians and programme directors relating to existing practice around Open Access; the major constraints in using Open Educational Resources and the main resource implications, when adopting Open Educatio
nal Resources, were also investigated. Our aim was to (a) raise awareness and understanding of what is possible to achieve in higher education by embracing the Open Access movement (b) identify next steps and actions that could be taken to improve ins
titutional use of Open Access materials, including Open Educational Resources, (c) examine the implications of such actions for Open Distance Learning and generally the higher education sector. Our investigation highlighted some opportunities and the fi
ndings resulted into some clear recommendations that emerged from our investigation both for practitioners and for students in this area. There seems to be a clear synergy between the different but related movements of Open access and OERs as both have to
address issues of ease of access, quality and visibility in order to become accepted in higher education.

Abstract

Abstract: The adoption of enabling technologies by universities provides unprecedented opportunities for flipping the classroom to achieve student‑centred learning. While higher education policies focus on placing students at the heart of the education pr
ocess, the propensity for student identities to shift from partners in learning to consumers of education provides challenges for negotiating the learning experience. Higher education institutions (HEIs) are grappling with the disruptive potential of te
chnology‑enabled solutions to enhance education provision in cost‑effective ways without placing the student experience at risk. These challenges impact on both academics and their institutions demanding agility and resilience as crucial capabilities for
universities endeavouring to keep up with the pace of change, role transitions, and pedagogical imperatives for student‑centred learning. The paper explores strategies for effective change management which can minimise risk factors in adopting the disrupt
ive pedagogies and enabling technologies associated with â flipping the classroomâ  for transformative learning. It recognises the significance of individual, cultural and strategic shifts as prerequisites and processes for generating and sustaining cha
nge. The analysis is informed by the development of a collaborative lifeworld‑led, transprofessional curriculum for health and social work disciplines, which harnesses technology to connect learners to humanising practices and evidence based approaches. R
ich data from student questionnaires and staff focus groups is drawn on to highlight individual and organisational benefits and barriers, including student reactions to new and challenging ways of learning; cultural resistance recognised in staff sceptici
sm and uncertainty; and organisational resistance, recognised in lack of timely and responsive provision of technical infrastructure and support. Intersections between research orientations, education strategies and technology affordances will be explored
as triggers for transformation in a â triple

Abstract

Abstract: This article has a dual purpose: it describes the development of First Year Dental Anatomy (FYDA), a web‑based 3D interactive application used in the dental curriculum at a major Canadian university, and it reports on the results of a research
study conducted to assess the perception of learning benefits students experienced through the use of FYDA in a dental anatomy course. Questionnaires administered upon the completion of three semesters during which FYDA was used reveal some benefits for
learning, but also a few deterrents for use, primarily related to some aspects of design. Generally, the students received the application with interest and viewed it as a useful aiding tool in learning dental anatomy. The results suggest the overall 3D m
odels met the students learning objectives and expectations and, in their view, were conducive to their understanding of internal and external dental anatomy. Issues related to the over‑sensitive controls, navigational flaws and manipulation difficulties
caused some learners a certain level of frustration, but these were not severe enough to hinder the students learning.

Abstract

Abstract: AR technology can be considered as mainly consisting of two aspects: identification of real‑world object and display of computer‑generated digital contents related the identified real‑world object. The technical challenge of mobile AR is to iden
tify the real‑world object that mobile device's camera aim at. In this paper, we will present a location‑based object identification algorithm that has been used to identify learning objects in the 5R adaptive location‑based mobile learning setting. We wi
ll also provide some background of the algorithm, discuss issues in using the algorithm, and present the algorithm empowered mobile learning system and its implementation.